The Role of Learner Self-Regulation in Mobile-Assisted Language Learning

2021 ◽  
pp. 239-251
Author(s):  
Yanhui Zhang ◽  
Yuanyuan Liang ◽  
Nancy Xiuzhi Liu
Keyword(s):  
Language Learning ◽  
Self Regulation ◽  
Mobile Assisted Language Learning

Understanding Learner and Instructor Attitudes Toward and Use of Mobile-Assisted Language Learning

2020 ◽  
pp. 1-34
Author(s):  
Ana Gimeno-Sanz ◽  
Valentina Morgana ◽  
Julie Van de Vyver
Keyword(s):  
Language Learning ◽  
Mobile Apps ◽  
Language Education ◽  
Point Of View ◽  
Target Groups ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Research Areas

This chapter offers insights into the benefits and drawbacks of adopting mobile learning in language education, both from a theoretical as well as a practical point of view. A survey was designed to explore pedagogically sound practices and provide a better understanding of the current and future role of MALL on language learning, specifically in higher education (HE). Comparison between the two target groups (learners and teachers) produced results to aid in aligning and narrowing distances between the learners' independent usage of MALL in informal learning and the instructors' perception of how mobile apps can or should be integrated into the language curriculum. The chapter proposes a number of research areas that require further exploration in MALL and with a set of recommendations in terms of embracing MALL practices in language learning and teaching.

Toward Mobile Assisted Language MOOCs

2015 ◽  
pp. 225-243 ◽  
Author(s):  
Timothy Read ◽  
Elena Bárcena
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Direct Interaction ◽  
Target Language ◽  
Access To Education ◽  
Mobile Assisted Language Learning ◽  
Formal And Informal Learning ◽  
Technological Context ◽  
Digital Equivalent

MOOCs are presented in this article as a fundamental change in the access to education in the world. While not necessarily a completely new invention, the technological context was ripe for them to take off and become established as an important step forward in providing open education for a large number of people. It is argued that MOOCs, if correctly structured and managed, can harness the best of both formal and informal learning, to help students develop their receptive, productive and interactive language competences. It is, therefore, possible to talk about Language MOOCs, or LMOOCs, as a sub-field within MOOC research and practice. Activities that revolve around collaboration and peer review, resting upon basic linguistic notions of the target language, while arguably not as fruitful or enjoyable as direct interaction with native speakers, can still greatly motivate students to experiment with new language and become more proactive than they would in other learning environments. Furthermore, while focussing on the mistakes of other students, they are implicitly reviewing and refining their own comprehension and production. If mobile assisted language learning, or MALL, is talked about as the application of mobile technology to language learning, then given the potential of such technology to increase both the access of students to LMOOCs and also provide them with complementary tools for the courses, we can begin to talk about Mobile Assisted LMOOCs, or MALMOOCs. In this chapter, the nature of LMOOCs is discussed together with the potential role of mobile devices, argued to be the digital equivalent of the Swiss army knife, offering a rich and flexible way of interacting with the real world based upon the array of sensors present and the apps that can be installed on them.

scholarly journals The Role of Project-Based Language Learning in Developing Students’ Life Skills

2021 ◽  
Vol 13 (12) ◽  
pp. 6518
Author(s):  
Dua’ Ghosheh Wahbeh ◽  
Eman A. Najjar ◽  
Adel F. Sartawi ◽  
Maysa Abuzant ◽  
Wajeeh Daher
Keyword(s):  
Language Learning ◽  
Private School ◽  
Life Skills ◽  
Self Regulation ◽  
Collective Responsibility ◽  
Arabic Language ◽  
Project Based Learning ◽  
Language Class ◽  
Language Students

Project-based learning is suggested for independent and collaborative learning that could positively impact students’ learning. This study aimed to identify the role of project-based language learning in developing life skills of students through studying a case of a language class that included 80 students in two grade 6 classes in a private school. The study attempted to answer the following question: What is the role of project-based learning in developing students’ life skills in an Arabic language class? To answer this question, we adopted a theoretical framework that included the following categories of life skills: personal and collaborative skills, self-orientation skills, and collective responsibility. The following three data collecting tools were used during the study: observation, semi-structured interviews, and the teacher and students’ documents. Data collection lasted for two months from late September 2019 to December 2019. Data analysis followed the thematic analyses framework, by categorizing data into themes. The research results indicated that project-based learning helps to improve language students’ personal and cooperative skills through developing their communication skills between themselves or with their teacher. In addition, project-based learning developed language students’ mutual respect, their confidence, and their self-regulation of learning the Arabic language.

scholarly journals Mobile Assisted Language Learning in Intensive English Course for Freshmen Year Students

2020 ◽  
Vol 4 (2) ◽  
pp. 127
Author(s):  
Made Agus Mandala Putra ◽  
Made Hery Santosa
Keyword(s):  
Language Learning ◽  
Smart Phone ◽  
Authentic Learning ◽  
Contextual Learning ◽  
First Century ◽  
Traditional Learning ◽  
Intensive English ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology

Learning on twenty first century has influenced the use of technology especially as contextual learning media in the classroom. Moreover, digital generation students have already known the role of technology and have adapted it successfully. Therefore, it was very important to introduce attractive and active learning by using authentic activities and one of these activities was called Mobile Assisted Language Learning (MALL). This learning brought the world’s information only to the students’ smart phone. In contrast to traditional learning in the classroom, the students did not fully gain knowledge in the classroom. In fact, the implementation of MALL could give students’ freedom to learn in terms of time and place. The result of this research showed that students had obstacles in learning especially in terms of activities and the used of teaching media. Students needed authentic learning media that could improve their four skills.

scholarly journals Smartphone-based mobile assisted language learning application in higher vocational education in Indonesia

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ira Mutiaraningrum ◽  
Arif Nugroho
Keyword(s):  
Assistive Technology ◽  
Language Learning ◽  
Self Regulation ◽  
Point Of View ◽  
Learning Tools ◽  
Higher Vocational Education ◽  
Education Students ◽  
Technical Problems ◽  
Personal Learning ◽  
Mobile Assisted Language Learning

This study sought to examine the educational affordance and constraints of smartphone-based assistive technology in language learning from the students’ point of view along with their recommendations on the possible future advancement of smartphone-based assistive technology to help students engage better. This study employed content analysis in analyzing the data obtained from open-ended questions administered to students. The findings of this study denote the use of smartphones in widening vocabulary range, providing practices for English exercise, having attractive and interactive features, and fostering autonomy, self-regulation, and independence learning due to its practicality, portability, accessibility, and flexibility. This study highlights technical problems and confusion as the obstacles emerging from the use of smartphones in language learning. Meanwhile, the recommendations for future smartphone-based application updates are discussed in detail. All in all, smartphone-based assistive language learning application is fruitful for students and is recommended to be used for vocational higher education students as the part of informal learning during the COVID-19 pandemic situation. HIGHLIGHTS: Language learning has stepped forward to more personal learning tools by integrating smartphones as an aid for mobile learning. smartphones are fruitful in widening vocabulary range, providing practices for English exercise, having attractive and interactive features, and fostering autonomy, self-regulation, and independence learning due to its practicality, portability, accessibility, and flexibility. From language learning mobile application, students demanded simpler reading exercises and vocabularies and slower listening practice in the applications.

The Role of Self-Regulation and Structuration in Mobile Learning

2019 ◽  
Vol 11 (4) ◽  
pp. 42-58 ◽  
Author(s):  
Olga Viberg ◽  
Annika Andersson
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Educational Software ◽  
Explanatory Power ◽  
Self Regulation ◽  
Structuration Theory ◽  
Mediated Learning ◽  
Self Regulated Learning

The roles of self-regulation and structuration in mobile learning are poorly understood. This study therefore examines these aspects in relation to the design and use of mobile technology in an online language learning setting. The online self-regulated learning (SRL) instrument was adopted to measure students' perceived level of self-regulation. Structuration Theory was applied as the theoretical lens for understanding students' technology-mediated learning practices. The results show that several factors defining learners' level of self-regulation were correlated with their mode of structuration. The analysis indicates that students' SRL characteristics are correlated with their structures regarding their technologies-in-practice and their practical assumptions about effectiveness in learning. An implication for practice is that students' SRL dimensions need to be taken into account when designing educational software for mobile technology. For research, this study has demonstrated the explanatory power of ST and how students' structures are related to their SRL characteristics.

The Role of Mobile-assisted Language Learning (MALL) in Enhancing the Writing Skills of Intermediate IEP Students: Expectations vs Reality

2020 ◽  
Vol 20 ◽  
pp. 1-18
Author(s):  
Mariam Al-Shehab Al-Shehab
Keyword(s):  
Language Learning ◽  
Traditional Approach ◽  
Writing Process ◽  
Writing Skills ◽  
Intermediate Level ◽  
Future Research ◽  
Kuwait University ◽  
Positive Effects ◽  
Mobile Assisted Language Learning

Despite extensive research into the effectiveness of mobile-assisted language learning (MALL) in ESL/EFL language learning, there is insufficient evidence to conclude that supplementing conventional teaching methods of the writing process approach with MALL significantly improves the English writing performance of native Arabic speakers. This study investigates the role of mobile-assisted language learning in enhancing the writing skills of forty female intermediate-level Intensive English Program (IEP) students at an intermediate level at Kuwait University. Participants were tested using a variety of mobile applications and websites (i.e. the Microsoft Word application, an English dictionary application, and internet search engines). The researcher utilized questionnaires, observation notes, and other qualitative methods from student assignments for data collection. Results of the data analysis indicate that smartphones are indeed an effective teaching tool, with multiple positive effects on student agency. However, due to its nature and complexity, a cautious approach was used to interpret the findings of this study. The ultimate goal of the research was to compare the traditional approach to the teaching of process writing to a mobile-assisted approach. Study findings are discussed in details and options for future research are explored. Overall, results suggest that learner autonomy is improved by engaging in the writing process both inside and outside of the classroom. The results also suggest implications for increasing motivation and peer collaboration via the use of mobile technology.

The Mobile Learning Enhances the Quality of Learning: A Study

2018 ◽  
Vol 8 (1) ◽  
pp. 22-26
Author(s):  
S. Vijayakumar ◽  
V. Ramesh Babu
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Portable Devices ◽  
Education Society ◽  
Secondary Sources ◽  
Mobile Assisted Language Learning

The use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. With increased popular access to information and knowledge anywhere, anytime, the role of education, perhaps especially formal education, is challenged and the relationships between education, society, and technology are now more dynamic than ever .The present paper was based on secondary sources of data highlighting of concept, Features, values , Challenges and advantages of M-learning.

scholarly journals Vocabulary Learning Assisted with Smart Phone Application

2018 ◽  
Vol 8 (11) ◽  
pp. 1511
Author(s):  
Zhimei Lei
Keyword(s):  
College Students ◽  
Empirical Study ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Smart Phone ◽  
Smart Phones ◽  
Mobile Assisted Language Learning ◽  
Before And After ◽  
Smart Phone Application

Plenty of study has been done about the Mobile Assisted Language Learning (MALL), which still hasn’t found its way into the English vocabulary learning. This empirical study aims to explore an effective way of vocabulary learning through the APP of WeChat on smart phones which are prevalently used among college students. 30 students participated in a WeChat group and were given word tests before and after the research respectively. A questionnaire survey was done a month later. The empirical result shows that it is easy for students to accept this new way of learning and most of them could follow the schedule. They have enhanced their self-regulation study ability and are encouraged to explore various methods to improve their study via smart phone Apps.

scholarly journals Supporting listening comprehension by social network-based interaction in mobile assisted language learning

2021 ◽  
pp. 295-309
Author(s):  
Timothy Read ◽  
Agnes Kukulska-Hulme ◽  
Elena Barcena
Keyword(s):  
Social Network ◽  
Language Learning ◽  
Listening Comprehension ◽  
Research Question ◽  
Direct Extraction ◽  
Mobile Assisted Language Learning ◽  
Third Phase ◽  
Metacognitive Processes ◽  
Motivation And Learning

Listening comprehension is challenging for students because it is more than just the direct extraction of meaning from sound. The literature reflects the need to develop relevant strategies. Teachers typically try to help students structure their learning into three phases: before (pre-), during, and after (post-) listening, emphasizing different cognitive and metacognitive processes. In this paper, the role of MALL (Mobile Assisted Language Learning) is proposed as a way to support this learning process and specifically to scaffold its third phase. A study was carried out with an app that the authors have developed for listening to audio news recordings. There are two versions of this app; the first is a standalone program which the students use on an individual basis. The second links to Facebook to enable students to summarize, share and discuss what they have listened to, thereby refining and consolidating their comprehension. A research question in this study addressed the role of a social network in a MALL app in terms of motivation and learning habits. The results of the study provide pedagogical insights into the answer and the value of including social network-based interaction in a MALL app for the development of listening comprehension.

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